This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge. It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies? / Public Administration and Management / D. Litt. et Phil. (Public Administration)

Made available in DSpace on 2015-12-03T18:32:47Z (GMT). No. of bitstreams: 1 Marcelo_Luiz_Dias_da_Silva_Gabriel.pdf: 497586 bytes, checksum: 22d22f1b35bf4718e82b5bcaf995c24b (MD5) Previous issue date: 2005-02-25 / The purpose of this research was to evaluate the business administration undergratuate course teachers' perception of information and communication technology usage in classroom as a marketing process according to their age, gratuate degree, teaching experience and proessional (non-teaching) experience. In order to achieve this result, the resource's availability in terms of technology were evaluated, the pertinence of technology in the teaching-learning process of business administration, their usage and personal qualification were evaluated and the student's capacity as well and how they understand the techno-based courses in terms of an offer (product and service) to a certain need (demand) from different customers as the student, the hiring organization and the society as a whole. After the literature review, a questionnaire was created in order to establish an inventory of respondents' demographic data and 24 questions to be answered through a Likert's scale of five alternatives. The resulting data were evaluated using the SPSS software, release 12. Both Factorial and Discriminant Analysis were used. As result of research, relevant issues were observed. The less age respondents had a more positive perception of technology's benefits to the different social actors involved in the process, as the less graduate degree's respondents were unanimous in state their agreement with the techno-based class as a marketing oriented approach / O presente trabalho de pesquisa teve como finalidade avaliar a vis??o dos professores dos cursos de gradua????o em administra????o de empresas sobre o uso da tecnologia da informa????o e comunica????o em fun????o de sua idade, titula????o acad??mica, experi??ncia docente e experi??ncia profissional n??o docente como processo mercadol??gico. Objetivou-se identificar a disponibilidade de recursos dispon??veis, avaliar a percep????o dos respondentes quanto ?? relev??ncia do uso da tecnologia no processo ensino-aprendizagem de administra????o de empresas, seu uso e capacita????o, mensurar a capacita????o dos alunos no uso de internet e e-mail e seu entendimento do uso da tecnologia no ensino como processo resposta (oferta de produto/servi??o) a uma necessidade (demanda) do mercado, composto de alunos, futuros empregadores e sociedade. Ap??s elabora????o do referencial te??rico foi elaborado um instrumento de pesquisa (question??rio) para defini????o de um invent??rio dos respondentes e 24 assertivas para serem respondidas mediante a escolha de cinco alternativas, de acordo com a escala de Likert. Os dados resultantes foram analisados com o apoio do software SPSS (Statistical Package for Social Sciences) base 12, atrav??s dos m??todos de an??lise fatorial e an??lise discriminante. Como resultado da pesquisa foi observado que os respondentes com menos idade demonstraram uma vis??o mais positiva em rela????o aos benef??cios da tecnologia para os diferentes atores sociais envolvidos (aluno, institui????o, empresa contratante e sociedade), bem como os respondentes com menor titula????o acad??mica que, embora exercendo suas atividades em IES menos aparelhadas, concordam que a tecnologia na sala de aula ?? uma resposta ??s necessidades do mercado de forma un??nime.

This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge. It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies? / Public Administration and Management / D. Litt. et Phil. (Public Administration)

In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The provision of Public Administration education and training has been under the spotlight by Higher Education Institutions (HEIs) since the early 1990’s and has received further prominence by the South African government in recent years. The 1994 democratic elections has brought about challenges and opportunities for educational and training institutions, among others, to reflect on their programme content, methodology and clientele and to gear themselves towards the needs of a “developmental state”. In response to these challenges and opportunities, South African HEIs of various types and sizes have attempted to introduce or reform Public Administration education and training programmes to both fit into the new political dispensation and help transform its public service. However, the emergence of these new education and training programmes have not been without difficulties. Notable efforts have been the emergence of schools of governments or public management at various tertiary institutions all of which purport to educate and train public officials for a democratic service. The euphoria that accompanied the institutional reforms might suggest that all is well, but the reality records that not all programmes have lived to their ideals. In the light of the above context, this study focuses on the School of Government (SOG), University of the Western Cape (UWC). The school has been selected due to its formal commitment to the provision of public service education and training for the post-apartheid civil service. The study focuses on the role of the school, its leadership, structure, content and processes of education and training programmes for the public service in the country. The study explores the broad global and national role of HEIs in general, and their particular role in the provision of Public Administration education and training. The study traces the global and national debates with respect to how public servants ought to be educated and trained, and illustrates the Public Administration education and training challenges faced in South Africa. The study also explores the legislative and policy framework governing HEIs and public sector education and training in South Africa. The evaluation of the UWC School of Government is based on the adaptation of the IASIA/UNDESA Standards of Excellence model to measure the role and performance of the case. The case study is measured through the application of institutional and programmatic criteria. In addition to the institutional criteria, the programme criteria focuses on the SOG’s programme development and review processes, its programme content, programme management and administration, and the performance of its programmes. The analysis of the case study is preceded by a historiography and background of the SOG and its education and training programmes. A critical analysis of the case study is undertaken in relation to the institutional and programmatic criteria mentioned above. Based on the findings of the study, the thesis concludes with recommendations relevant to the case study and provides more general recommendations applicable to institutions involved in the provision of Public Administration education and training. / AFRIKAANSE OPSOMMING: Die voorsiening van Publieke Administrasie onderrig en opleiding is onder die vegrootglas by hoër onderwys instellings (HOIs) sedert die vroeë 1990’s en het in onlangse jare verdere prominensie verkry by die Suid Afrikaanse regering. Die 1994 demokratiese verkiesing het uitdagings en geleenthede vir onderrig en opleiding instellings teweeg gebring om, onder andere, te besin oor programinhoud, metodologie en kliëntebasis en om hulself in rat te kry vir die behoeftes van die ontwikkelingstaat. In reaksie op hierdie uitdagings en geleenthede poog Suid Afrikaanse HOIs van verskillende tipes en groottes om Publieke Administrasie onderrig en opleidings programme in te stel of te hervorm sodat dit by die nuwe politieke bedeling inpas en help om die publieke diens te transformeer. Die ontwikkeling van nuwe onderrig en opleidings programme sou egter nie sonder sy eiesoortige probleme wees nie. Die ontstaan van Skole vir Openbare Bestuur (SOB) by verskeie tersiêre instellings was aan die orde van die dag en kort voor lank was voormelde instellings almal daarop uit om staatsamptenare vir ‘n demokratiese staatsdiens op te lei. Die euforie wat met hervorming gepaard gegaan het, sou die skyn wek dat alles goed en wel is, maar die realiteit toon dat nie alle programme aan die ideale wat gestel is voldoen het nie. In die lig van voormelde, fokus hierdie studie op die Skool vir Openbare Regering (SOR) aan die Universiteit van Wes-Kaap (UWK). Die SOR is gekies vanweë sy formele toewyding tot die onderrig en opleiding van studente vir die publieke sektor in post-Apartheid Suid-Afrika. Voorts sal die ondersoek fokus op die rol van die Skool, leierskap struktuur, onderriginhoud asook programprosesse vir onderrig en opleiding in die openbare sektor. Die studie ondersoek die globale en nasionale rol wat HOI’s in die algemeen speel en in besonder die voorsiening van onderrig en opleiding in Publieke Administrasie. Verder volg die studie die globale en nasionale diskoerse oor hoe staatsamptenare opgelei en onderrig behoort te word en illustreer, aan die hand hiervan, die uitdagings waarmee die onderrig en opleiding van Publieke Administrasie in Suid-Afrika te kampe het. Die studie ondersoek ook die wetlike en beleidsraamwerk waarbinne HOI’s en die publieke sektor in Suid-Afrika gereguleer word. Die SOR aan die UWK word dan geevalueer aan die hand van die IASIA/UNDESA Model van Standaarde van Uitsonderlikheid wat ook die rol en vordering in die gevallestudie meet. Meting van gevallestudie geskied met behulp van die toepassing van institutionele en programmatiese kriteria. Addisioneel tot die institutionele en programkriteria word daar ook gefokus op; programontwikkeling en hersieningsprosesse, programinhoud, programbestuur en administrasie en program vordering binne die SOR. Ontleding van die gevallestudie word voorafgegaan deur ‘n historiese oorsig en agtergrond van die SOR; en sy onderrig en opleidingsprogramme. In verhouding tot sy institutionele en programmatieka kriteria, soos vermeld, word die studie onderwerp aan kritiese ontleding en ondersoek. Gebaseer op die bevindings van die ondersoek, maak die tesis direk-verwante aanbevelings asook algemene aanbevelings gerig op instellings in die breë wat betrokke is by die onderrig en opleiding van Publieke Administrasie.

In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme. / Adult Basic Education (ABET) / M. Ed. (Adult Education)